Cynthia's Lesson 

http://www.edtech.esc11.net/regximttc/summer07/cwall/index.html

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Post-Conference

Mindy as coach 

Cynthia's Responses in Blue

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So how do you think the process went?

I think it went well. We had a basic idea of the general lesson, just needing to work out the details and incorporate the technology aspects.

What do you think will be the easiest/most difficult when you implement the lesson?

Probably the most difficult is the students in the computer lab. Since there is only 45 minute classes, the booting up and logging on and playing with the program enough to get the template completing in one class period with 30 students might be a challenge. The easiest thing probably, as far as technology will be showing the Power Point presentation, with the streaming video examples, because I think this will really catch the students' attention.

Do you think you all have gone over enough lab management techniques that your mentee will be okay in the lab?

We've talked quite a bit about it, but I'd like to have another meeting just to tie up loose ends. She's been in Montana since before the 4th of July. When she returns we will most likely get together to discuss it further.

Looking back, is there anything you might have done differently and why?

I probably would have written down the lesson plan in more detail all along and build on it, but I had to have several meetings to really get an idea of what her lesson entailed. I wasn't sure what the mathematical parts were all about. When you observed, that's when it became more clear to me.

How do you expect the students to react to this lesson?

I think the students will enjoy this much more, because I think in the first place that the template from the Geometer's Sketchpad will help them connect from the introduction Power Point to the end drawing. Plus they like being on the computer and learning and maneuvering. I think that Jackie's demonstration and introduction on the screen will help them to understand the concept and incite them to continue on through the process.

What do you think are the most striking differences between this lesson and other you have done?

The main difference is that when I taught I knew the technology part and that this lesson I had a difficult time understanding the lesson until several times talking with the teacher, because it was not in my content. That opens my eyes up even more, because now I can relate to what the art teacher might be feeling from her perspective about the technology part, since this is new to her.

After going through this process what do you feel were your strongest and weakest assets?

Probably organization. I need to go through and look at all the requirements that involved meeting, talking to the teacher, so that I could coordinate better the meetings with her. What I did instead was take everything in the module, step-by-step, and contacted her as something came up. I'll know more next module how to coordinate meetings with my mentee.

Is there anything more as your coach that I could have done to help?

You have helped tremendously already. Now, that we have built a trusting relationship, next module I'll not be as hesitant in asking for your input, especially on the technology part, since you have a great deal of experience and have had access to many resources.

I will be more than happy to help.

 

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Mindy's Lesson 

http://www.edtech.esc11.net/regximttc/summer07/msmithwoods/index.html

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Post-Conference

Cynthia as coach 

Mindy's Responses in Blue  

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After reading the transcript of your meeting with Julie, how do you think your coaching skills helped to bring the lesson planning process to refinement?

I think that my knowledge of how the technology works, and the capabilities of the students helped. But I think the biggest asset was working with someone that I had a professional relationship with for years. Because we know each other so well, we were able to work effectively, quickly and thoroughly. The trust, understanding and ability to feed off each other was developed previous to this experience, so it was natural for both of us.

Initially, during this meeting, you asked Julie: Do you have any concerns when we actually put the lesson into implementation, what are your concerns? Do you think Julie has addressed all her concerns about this lesson and is satisfied that you will coach her through those concerns?

I know the Julie is concerned that she will not be able to teach the students all the new technology. But I think that she is underestimating herself. I know that she is a technology mover. She answers the call to try out new things all the time. I think that between the start of school, and when this lesson goes into implementation in March, I will have a chance to put her fears to rest. Julie and I are going to develop lesson leading up to this one that use several of the technologies, so that both she and her students have some previous experience with the programs and skill before we take on this lesson. I know that because she is who she is Julie will do wonderfully with all the technologies.

She appeared to be very enthused. I observed that you were very conscientious about letting Julie elaborate and completely relay her thoughts, before responding. There were a few times that I could see you wanted to interject prematurely, but you refrained. How do you think you did on improving your goal of refraining from interrupting the teacher during a conference?

Well it was very hard! I am one of those people that have thoughts pop into their head constantly as a conversation is going, and if I don't voice those thoughts, they get replaced by another one. I know that I had a few moments that not saying what I was thinking was hard, but I wanted to hear what Julie was saying. I tried to tune out the thought, but it was not easy. I thought about asking Julie if she noticed the difference. She has been so used to me jumping in, that I would like to know if she noticed my silence. And if it was so easy for you to see, I wonder if she felt like she should wrap up so I could talk? I hope not. I guess what I still have to make sure of 2 things, tune out the thoughts and try not to look too ready to jump in to the dialog.

You relayed to me that you wanted to "refine your ability to ask open-ended questions." By looking at your questions and by remembering the responses, how do you feel your coaching skills have progressed during this meeting from previous conversations with Julie?

I think that on this point I have started to work better. I am noticing that I am focusing on the areas that we both had concerns like the skills and the timeline. I think the questions I asked, made her look a little closer at what we are planning, and in looking and thinking about it Julie is more comfortable. I think that as a mentor, I am beginning to see that the questions I need to ask have to come from the concerns of the teacher, and not mine. I am glad to have had this practice, because I think I am improving.

Yes, I observed that you were focusing on her concerns so that they could be addressed and make her more comfortable about the lesson. From what I observed, the questions were meant to stimulate Julie's thinking process, even though on paper they appear to be closed questions. The end result was that your questions probed Julie to open up and clarify a myriad of thoughts that she had and caused her to analyze and synthesize parts of the lesson plan attributes. Do you think that you led her to the critical thinking process that helped her picture what would take place or not, so that she would have the rehearsal of her lesson in her mind?

I think I did. I knew that as we worked through this process, she was excited and nervous all at once. She is a bit a perfectionist, like me, and I became more aware of her fears as we worked. I was hoping that by looking at the finished lesson plan, and talking thought the points that she was nervous about I could make her feel better. I think that as we talked, she began to see the whole picture. Knowing right from the start that her biggest fear of knowing the technology was something we were going to work on put her at ease. I think once that was solved for her, she began to see the potential of the lesson and what we are trying to get from our students. I also think that her knowing that I will have a more open schedule next year helps to put her at ease. Now she knows that I could be in her room all day or at a moments notice if need be.

That is a tremendous plus. I too deduced that the tech part was what she needed the reassurance about. I think you put her at ease by being assuring that you could be more available this up-coming year. Throughout the meeting, I noticed that you listened intently and asked specific questions for clarification, only after Julie expounded on her inner thoughts and formulated reasoning to the planning stages. This being said, do you feel you've accomplished your professional goal of active listening?

Yes, but it could still use some tweaking.

Since Julie did most of the talking, you were listening during that time. How do you think you should improve upon that?

Okay, I guess I am listening, and not talking. Thanks for pointing that out.

I think the session went well, and that you improved on all 3 goals, as the transcript reveals. I enjoyed meeting with Julie and it was good to see you again. I'm looking forward to another meeting.